Early elementary teacher ratings of behavior as predictors of grade retention: Race, gender, and socioeconomic status as potential moderators

Abstract

Our goals in this study were to examine (a) the degree to which teacher perceptions of children’s behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998‐99 (ECLS‐K) were used to examine how Externalizing Problem Behavior (EPB; e.g., aggression, defiance) and Weak Approaches To Learning (WATL; low enthusiasm for/engagement in learning) were related to retention among children identified as Black or White ( N = 6,750). Results showed that both types of behavior ratings were significant predictors of retention. There was a 46% increase in the odds of retention for every one‐unit increase in EPB (OR = 1.46, p < 0.001) and a 261% increase in the odds of retention for every one‐unit increase in WATL (OR = 3.61, p < 0.001). Gender moderated the relationship between EPB and retention and WATL and retention. Students who were female with EPB or WATL were at higher risk for being retained than their male peers. Implications for educators, researchers, and policymakers are discussed.

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

“…In this regard, more emotionally related interventions teaching the student a better growth mindset about their own skills may benefit their emotional results [ 92 , 93 , 94 ]. In addition, because many problems begin in kindergarten [ 95 ], more preventative approaches should be considered, such as the pre-kindergarten program, which offers a child-centered curriculum with strong literacy and language development while working hand-in-hand with parents [ 96 ].…”

Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence From a Randomized Trial of INSIGHTS

“…When children display enhanced social–emotional skills in the classroom as a result of SEL intervention, it is possible that these enhanced competencies will reduce the likelihood that they will be retained in grade due to behavioral issues. Indeed, recent work by Mattison et al (2018) has found that kindergarten students whose teachers rate them to be high on externalizing behavior problems are more likely to be retained between first and fifth grades. Some quasi-experimental work has found that participation in SEL programs can reduce the probability that students will be retained in grade.…”

Grade retention and school entry age in Spain: a structural problem

“…Students' observable characteristics ( X ij ) include sex and socio-economic status. 16 These variables have previously been found to explain grade retention, with girls less likely to repeat than boys (Tingle et al, 2012) and lower socioeconomic status students more likely to repeat than their high socio-economic peers (Mattison et al, 2018). Other studies have analysed both gender and socioeconomic status simultaneously, finding similar results (García-Pérez et al, 2014;González-Betancor & López-Puig, 2016;Klapproth & Schaltz, 2015;Pedraja-Chaparro et al, 2015).…”

“…More than anything, evidence-based policy reforms to grade retention in Spain are needed, ranging from remedial education (Jimerson, 2001) to the previously described early childhood interventions (García-Pérez et al, 2014;Ou & Reynolds, 2010). Screening and diagnosing the potential learning difficulties of students as early as possible may also help avoid grade retention and its negative influences (González-Betancor & López-Puig, 2016;Mattison et al, 2018). Others have suggested that summer school programmes and academic and behavioural support may also be beneficial (Bowman, 2005;Jimerson & Ferguson, 2007;Mattison et al, 2018).…”

“…Screening and diagnosing the potential learning difficulties of students as early as possible may also help avoid grade retention and its negative influences (González-Betancor & López-Puig, 2016;Mattison et al, 2018). Others have suggested that summer school programmes and academic and behavioural support may also be beneficial (Bowman, 2005;Jimerson & Ferguson, 2007;Mattison et al, 2018).…”